Page 71 - 香港青少年服務處（年報）2020-2021

服 年 處 務 少 香 港 青

鼓勵學生共同創建，投入參與生涯發展
Encourage Students to Co-create
and Engage in CLD

為回應基準五「學生參與和共同創建」，
每間參與學校會提名兩名學生參與聯校生 2020-2021
涯發展學會，團隊社工為學生提供訓練，
裝備他們不同的生涯發展知識及領袖技
巧，與老師共建校內的生涯發展文化，並
發展出校本的生涯發展活動。

In response to Benchmark 5, “Student
Engagement and Co-creation”, each
participating school will nominate two
students to participate in the joint-school CLD
Club. The team’s social workers will provide
training to equip students with different CLD
knowledge and leadership skills, build a
生涯發展研習小組為各機構同工提供「香港生涯發展自評基準」
school-based CLD culture with teachers, and 生涯發展研習小組為各機構同工提供「香港生涯發展自評基準」
的資訊及分享與學校合作的經驗
develop school-based CLD activities. 的資訊及分享與學校合作的經驗
The Career Development Study Group provided information on the “Hong
The Car eer Development Study Gr oup pr ovided information on the “Hong
Kong Benchmarks for Career and Life Development” for staff from various
Kong Benchmarks for Car eer and Life Development” for staf f fr om various
institutions and shar ed their experiences in cooperating with schools
institutions and shared their experiences in cooperating with schools
與老師共同建立讓學生順利從學校過渡至社區的承托機制
Work with Teachers to Establish a Support Mechanism for Students
to Transition Smoothly from School to Community

計劃中有八間學校參與「拉闊生涯發展支援服務」，團隊社工與學校的生涯規劃
組老師合作，邀請校內各工作小組，如輔導組和學校社工等共同為離校生建立服
務協調平台。藉著平台整理學校生涯發展工作目標，為學生介入支援提出策略性
分工及資訊交流建議，使各工作小組能有效協調，提升介入工作的效率。另一方
面，為了確保學生能順利過渡至社區，團隊與學校工作小組邀請了地區生涯發展
服務提供者參與支援服務簡介會，鼓勵地區服務持分者了解學校需要，設計適切
的服務，為學生建立長遠的承托計劃。

Eight schools participated in the Alternative Path Finder Scheme (APFS) under the Project.
The team’s social workers worked with the schools’ Career and Life Planning (“CLP”)
Team teachers and invited various school teams, such as counselling teams and school
social workers, to establish a platform of coordinated services for identified school leavers.
Through the platform, the schools’ CLD goals were organized, and strategic division of
labour and information exchange was proposed for student intervention support so that
the various working groups could coordinate effectively and enhance the efficiency of
intervention work. On the other hand, to ensure a smooth transition to the community, the
team and school working groups invited CLD service providers in the districts to participate
in briefing sessions to encourage district service stakeholders to understand the needs of
schools and design appropriate services to build a long-term commitment plan for students.

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